Virtual Conference
July 26, 2021
July 26, 2021
July 19, 2022
Motivation, Goal Orientation, Identity, and Career Aspirations
Educational Research and Methods
Diversity
22
10.18260/1-2--37993
https://peer.asee.org/37993
352
Dr. Tristan T. Utschig is Director for Scholarly Teaching in the Center for Excellence in Teaching and Learning (CETL) and is Associate Professor of Nuclear Engineering at Kennesaw State University. Formerly, he was Assistant Director for CETL and the Office of Assessment at Georgia Tech, and prior to that was a tenured Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig consults with faculty across the university about bringing scholarly teaching and learning innovations into their classroom and assessing their impact. He has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin–Madison.
Research interests are focused primarily in laser/material interaction, sustainable housing and engineering education.
M. Loraine Lowder is the Assistant Dean of Accreditation and Assessment at Kennesaw State University. She received her B.S. in Mechanical Engineering, M.S. in Mechanical Engineering, and Ph.D. in Bioengineering from the Georgia Institute of Technology.
Dr. Lowder’s research interests include image processing, computer-aided engineering, and cardiovascular biomechanics. She is also interested in performing research in the area of the scholarship of teaching and learning.
He is a Professor in Robotics and Mechatronics Engineering at the Kennesaw State University. He has over twenty years of experience in Mechatronics education and research.
Renee J. Butler, Ph.D., P.E. is the associate dean for the Southern Polytechnic College of Engineering and Engineering Technology and a professor of Industrial and Systems Engineering.
This research paper describes the early results from a scholarship program that has been initiated with an overall goal to increase degree completion of low-income, high-achieving undergraduates with demonstrated financial need in engineering. The project will achieve four major objectives: 1) provide scholarships 2) engage students with engineering faculty and industry partners; 3) create community among students; and 4) facilitate undergraduate research. Research questions aligned with the project objectives will address the following areas: RQ1: influence of mentorship on feelings of intellectual belonging? RQ2: influence of community building on experience RQ3: influence of participation in socially conscious research on intent to persist. We describe how expectancy-value-cost motivational theory is used to implement programming addressing these questions and analyze field notes and survey data to investigate how project programming may impact expectancy for success, value accrued, and costs for participation on the part of students.
Utschig, T., & Sooklal, V., & Lowder, M. L., & Ham, C., & Butler, R. (2021, July), Using Motivational Theory to Implement S-STEM Activities Supporting Student Success Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37993
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015